Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Glenelg
Reference: 1525211
SC1 Demonstrated knowledge of Disability Inclusion Profile (DIP) processes, ensuring accurate, timely applications and maximisation of funding opportunities as well as Individual Education Plans (IEPs), and strategies to support diverse learners
SC2 Demonstrated experience in de-escalating and managing heightened adolescents.
SC2 Demonstrated capacity to case manage individual students, providing quality programming and interventions.
SC4 Ability to design and deliver alternative targeted programs.
SC5 Highly developed administration, communication and interpersonal skills, including the ability to work collaboratively in a team and wider community.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The responsibilities of this position will be:
Assist the Inclusive Practice Leading Teacher to Manage the Classroom based ES Team.
Assist the Classroom Based ES Supported Learning team on a daily capacity including timetabling and planning for camps and excursions.
Conduct and plan supportive interventions such as Hands on Learning, LSR, Everyday Speech, P2E, Transition for students requiring additional support.
Coordinate Transition Programs for students with disability and additional needs.
Gather, collate and record information and evidence regarding NCCD.
Manage the LSR Program and room, offering both academic and wellbeing support to at risk students and those needing additional support.
Liaise with the Year 7 and Year 8 Level leaders regarding intervention programs such as DIBELS and Education Perfect, etc.
Promoting Disability inclusion across the whole school community.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Portland Secondary College has an enrolment of approximately 500 students and is located in South West Victoria. Portland is the main centre in the Glenelg Shire and the College works hard to broaden the aspirations of our students. Portland Secondary College¿s vision is to develop a student-centred learning community that offers exciting and extensive pathways to facilitate 21st Century learning.
Portland Secondary College¿s values are Respect, Success, Resilience and Creativity. The College values its diverse range of students including those with academic and leadership aims as well as those with learning difficulties, disabilities or with considerable social disadvantage. With a strong emphasis on welfare and wellbeing, alongside strong transition and mentoring programs, we aim to assist all students to extend and enhance their potential by offering opportunities tailored to their needs. The College uses a Restorative Practices approach with students being supported by Mentors. In addition to our Main Campus, the College has a satellite campus and runs a Re-Engagement Program for students ranging in age from 12 to 18 years of age.
The College¿s Mission Statement is to Develop creative, articulate, respectful and resourceful young people able to contribute positively to the global community and aims to excel in the provision of broad, flexible and inclusive educational pathways for our students that highlight our strong sense of community and our continued tradition of excellence. This is achieved through a stimulating, comprehensive and challenging academic focus and is supported by specialist activities in sport, performing arts, debating, public speaking, student leadership, music and the arts. Further information can be found on the College website, www.portlandsc.vic.edu.au.
For a copy of the role description please email [email protected]